demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: Compares and contrasts genre characteristics from two or more selections of literature.<br><br> Analyzes a character 9s traits, emotions, or motivations and gives supporting evidence from the text(s). g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i.<br><br> Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery). h.<br><br> Analyzes and evaluates how an author 9s use of words creates tone and mood and provides supporting details from text. ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners, by a.<br><br> Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Using self-correction when subsequent reading indicates an earlier miscue (self 3monitoring and self-correcting strategies).<br><br> c. Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency). ELA8W1.<br><br> The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure; the student a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA8W2.<br><br> The student demonstrates competence in a variety of genres: The student produces a narrative (fictional, personal, experimental) that: c. Reveals the significance of the writer 9s attitude about the subject e. Develops complex major and minor characters using standard methods of characterization.<br><br> h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, and expressions, foreshadowing, tone, and mood). i.<br><br> Provides a sense of closure appropriate to the writing. ELA8LSV2. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.<br><br> The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.<br><br> When delivering and responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. c.<br><br> Shows appropriate changes in delivery (e.g., gestures, expression, tone, pace, visuals). d. Uses language for dramatic effect.<br><br> e. Uses rubrics as assessment tools. Complimentary Standards ELA8RC1.<br><br> The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA8W4.<br><br> The student consistently uses the writing process to develop, revise, and evaluate writing; the student a. Plans and drafts independently and resourcefully. b.<br><br> Revises writing for appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas. c. Edits writing to improve word choice, grammar, punctuation, etc.<br><br> ELA8C1. The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats; the student ELA8LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions, in which the student: a.<br><br> Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions.<br><br> c. Responds to questions with appropriate information. d.<br><br> Confirms understanding by paraphrasing the adult 9s directions or suggestions. e. Displays appropriate turn-taking behaviors.<br><br> f. Actively solicits another person 9s comments or opinions. g.<br><br> Offers own opinion forcefully without domineering. h. Responds appropriately to comments and questions.<br><br> i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. j.<br><br> Gives reasons in support of opinions expressed. k. Clarifies, illustrates, or expands on a response when asked to do so.<br><br> l. Employs a group decision-making technique such as brainstorming or a problem-solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution). Georgia Department of Education Kathy Cox, State Superintendent of Schools GeorgiaStandards.Org 2 m.<br><br> Develops a plan of action or agenda for written and/or verbal follow-up. Understanding and Goals Unit Understandings, Themes, and Concepts (provide concepts students should retain as a result of this unit) " Writers share feelings, experiences, or thoughts through well-chosen words, formats, and techniques. " Group members work together to complete a project through problem-solving sequences and sharing roles and responsibilities.<br><br> " Personal interpretation impacts the presentation of dramatic literature. " Actors or those sharing oral interpretations use their voices and bodies to convey the mood and tone of a piece. Primary Learning Goals or Essential Questions Reading Essential Questions " How are poems used in every day life?<br><br> " What do I know about poetry? " What are some types of poetry? " How are poems organized?<br><br> " How is poetry similar/different to prose? Writing Essential Questions " What techniques do poets use to help readers visualize text? " How can I communicate emotions in my poetry?<br><br> " How do I decide which techniques would be best to use in my poetry? Listening/Speaking/Viewing Essential Questions " How can I use my voice to convey the mood and tone of a poem? " What postures and gestures would best demonstrate my interpretation of a poem?<br><br> " How can I use my voice or body movements to reflect the rhythm or meter of a poem? " How do group members make decisions collaboratively? " What suggestions could I give my peers during their poetry presentations?<br><br> Balanced Assessments Method/types Informal Observations Dialogue and Discussion Selected Responses Constructed Responses Self- Assessments Description *Observe students practicing poetry reading *Observe student-group interactions during presentation planning sessions *Observe students giving *Student discussion during analysis of poetry and dramatic literature (whole and small group) *Student- teacher and student-student dialogue during *Content vocabulary quizzes *Content quizzes * Chart for poetry characteristics *Graphic organizers comparing/contrasting poetry and prose *Student-created poems *Student-created rubric for poetry presentations *Listening activity cGood Listeners Make Connections d *Self evaluation by students based on poetry presentation rubric Georgia Department of Education Kathy Cox, State Superintendent of Schools GeorgiaStandards.Org 3 feedback during poetry presentations conferences and group planning sessions (see task bank: Poetry Active Listening) Unit Performance Task(s) Unit Performance Task Title Bringing Text To Life: Tableau Poetry Presentations Description/Directions Tableau Vivant is a French term meaning cliving picture. d Prior to radio, film, or television entertainment, tableaus were often performed for dramatic expressions. For their culminating performance task, student groups will apply their learning of poetic writing techniques and dramatic expression techniques to create a tableau from a poem of their choice. In small groups, students will select one new poem and analyze the stylistic devices, tone, and mood.<br><br> Next, students will experiment with reading the poem aloud, trying out various reading speeds, voice inflections, pauses, etc& The student group members will then compose a written description of the tableau they will perform. (See task bank: Tableau ) Groups will assign roles and responsibilities for the final performance. During practice sessions, group members will assess their progress using a student- created rubric aligned to Georgia Performance Standards and make adjustments to improve their performances.<br><br> While student groups are performing their tableaus, audience members will record examples of poetic writing techniques and dramatic expression techniques. (See task bank: Poetry Active Listening ) Rubric for Performance Task Not included; rubrics should be designed by the teacher (based on expectations and knowledge of students) and the students . Student Work Sample with Teacher Commentary Not available at this time Sequence of Instruction and Learning List and briefly describe the sequence of teaching strategies, teaching activities, and learning activities that will guide students to attainment of the intended standards.<br><br> Sequence of Instruction and Learning Teacher Activities " Teach unit vocabulary " Define and discuss structural elements of poetry (stanzas, line length, refrains, word positions, etc&) " Compare and contrast poetry and prose " Teach/review poetry writing techniques " Deliver mini-lessons on tone and theme " Model using voice inflections to show tone and mood Student Activities " Chart poetry characteristics " Construct a Venn diagram or other graphic organizer to compare and contrast poetry and prose " Define and show examples of poetic writing techniques (brochure, glossary, collage, book mark, etc&) " Read, compare, and discuss a wide range of poems explaining tones and Georgia Department of Education Kathy Cox, State Superintendent of Schools GeorgiaStandards.Org 4 Georgia Department of Education Kathy Cox, State Superintendent of Schools GeorgiaStandards.Org 5 " Observe student practice while reading and writing poetry " Provide feedback and suggestions on variety of ways to present text dramatically " Teach/Review structural elements of dramatic literature (scene, acts, stage directions etc&) " Model techniques for dramatic interpretation (gestures, postures, scenes, colors, etc&) " Explain culminating performance task (poetry/drama presentations) " Share and analyze models of screen plays noting structural elements and layout " Show clips of dramatic literature examining a variety of delivery styles (gestures, movements, voice inflections, etc&) " Observe student preparation for presentations and offer feedback " Monitor and assess student progress during group decision making process " Review listening/speaking/viewing standards prior to presentations " Observe students delivering poetry presentations " Offer feedback based on poetry presentation performances themes " Practice poetry reading in groups experimenting with various voice inflections " Analyze poems to identify poetic writing techniques " Post poems that exhibit various effects: tones, moods, poetic writing techniques, graphics etc& " Write poems using poetic writing techniques " Create rubric for poetry presentations aligned to the Georgia Performance Standards (small groups with teacher guidance) " Determine and assign roles for poetry presentation " Practice group poetry presentations " Assess practice presentations using rubric and provide feedback " Complete listening activity by recording examples of poetic writing techniques and dramatic expression techniques " Self assess poetry presentations using rubric Sequence of Activities, Tasks, and Assessments: Week 1: " Teach unit vocabulary " Examine and analyze poetry (see task bank: Mood Collage and Model Work Displays ) " Mini-lessons on tone, theme, voice inflections, stylistic techniques etc& " Students read and write poetry " Post poems Week 2: " Introduce dramatic literature " Share and analyze examples of dramatic literature " Explain culminating performance task " Develop presentation rubric " Begin planning presentations (see task bank: Tableau ) Week 3: " Continue to share examples of dramatic literature as needed " Continue planning presentations " Monitor and provide feedback to groups " Review audience expectations " Begin presentations if ready Week 4: " Continue presentations " Assess presentations (see task bank: Poetry Active Listening ) Additional Elements Technology Connection/Integration (use of any available technological resources) Various multimedia examples of dramatic expression: plays, movie clips, theatre clips, silent movie clips Notes and Reflections The tasks listed within this unit are merely suggestions. Teachers may choose to: use them as is or in addition to other tasks, modify them, or replace them with other tasks. Author 9s Chair is an important step of the writing process.<br><br> During this time, students read aloud to their classmates, portions of or all of the text that they have been composing. This allows students the chance to gain confidence in their own work as well as important feedback from an audience. Students should volunteer to read their pieces.<br><br> You will probably find that many students are reluctant to share at first. As they see other students share and as they experience positive feedback during writing conferences, often, most students will begin to volunteer to share their pieces. The key to encouraging this step is positive feedback and reassurance.<br><br> That does not mean that teachers should not address problems within the writing; however, the feedback should concentrate on one or two problems at a time and be csandwiched d between positive comments. Students will also need to be coached in active listening and positive feedback. You may choose to use the active listening task (found in the task bank) to help accomplish this.<br><br> Teachers may also find that student work shared during Author 9s Chair will provide valuable information for planning future instruction. Teachers may choose to write brief commentary on the work being shared. Building Background Knowledge Teachers may want to spend time developing more student background knowledge in the history of tableau vivant.<br><br> Some ideas for building background knowledge include: showing movie and theatre clips, sharing scenes of choreography, and/or reading screen plays. Building Word Studies/Vocabulary Development Teachers may want students to complete a word study on the history of the words tableau and vivant by researching the history of the two words and making lists of words with similar roots. Teachers may decide to incorporate peer conferencing during this unit.<br><br> (See task bank: Peer Conferencing) Teach the conventions of Standard English as needed; select elements indicated as problematic during student conferencing. Work from this unit may be added to student portfolios. Teachers may find it valuable to have students look through their portfolios and reflect on their growth.<br><br> Students could complete the self-assessment task located in Unit 4 or write a reflective essay describing their growth as a reader, writer, listener/speaker/viewer. They should cite specific examples from work samples to justify their statements. Georgia Department of Education Kathy Cox, State Superintendent of Schools GeorgiaStandards.Org 6<br><br>

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